INDIVIDUALIZATION

AIM: to adjust content, instructional technology, and pace of learning to the

abilities and interests of each learner to enhance independence and to
boost performance (the way it is used in special education).
STUDENTS: can have the same goals based on curriculum and standards,
but they should have individual learning plans that may differ.
TEACHERS: have to ensure the adjustment of educational process to the
individual differences of students using Individualized learning plan (ILP) - a
document that includes information about a student's goals and desired
outcomes. It is developed on the basis of his/her hobbies, current and past
activities, discussions with students and parents.
In order to learn more about the student's preferences, skills, and
aptitudes, we have developed a special menu that will be suitable for each
student in the classroom.
Menu for a student
Name of the
student:_____________________________________________________
____
Age:________________________________________________________
______________
Date:_______________________________________________________
_______________
Objectives:___________________________________________________
______________
Hobbies:____________________________________________________
_______________
Activities:____________________________________________________
______________
Resources (list of resources to help the learner explore their
passions):___________________
Assessment (the way in which the learner will assess their
progress):____________________
 We also offer a test to determine the types of perception for students.
Before the start of the lesson, you can distribute this test to do it in
advance.
YOUR WAY OF PERCEPTION
The way you absorb new knowledge depends on the senses that supply
information to your brain. Most people tend to use one type of sense more
than the others. Some people learn best by hearing. These people rely on
their auditory perception. Others memorize best by reading or looking at
pictures, i.e., using their visual perception. There are also those who need
to do something to learn, such as write things down. This is motor or
kinesthetic perception.
When answering these questions, choose the first thing that comes to
mind. Don't waste time thinking about it.
1. How would you prefer to learn how a computer works?
a. by watching an educational movie;
b. by listening to an explanation;
c. by disassembling the computer and trying to figure out what is going on;
2. What would you like to read for fun?
a. A travel book with lots of illustrations;
b. a detective story with lots of dialogues;
c. a book with tasks, riddles and puzzles.
3. If you are not sure how to spell a word, what are you likely to do?
a. write it to see if it looks right?
b. say the word;
c. write it, paying attention to how it feels, is it right?
4. If you have been to a party, what are you most likely to remember the
next day?
a. The faces of those who were there, but not their names;
b. The names, but not the faces;
c. the things you said and did at the party.
5. How will you most likely prepare for the test?
a. read your notes, book titles, look at diagrams and illustrations;
b. ask someone to ask you questions or repeat everything to yourself;
c. write down what you need to know on cards and draw diagrams.
6. When you see the word s-o-b-a-k-a, what do you do first?
a. picture a dog;
b. say the word "dog" in your head
c. imagine what you can do with the dog: pet it, play with it, etc.
7. What interferes with your concentration the most when you try to
concentrate?
a. visual distractions;
b. noise
c. other feelings like hunger, tight shoes, or anxiety.
8. How do you prefer to cope with difficulties?
a. make a list, identify the steps and cross things off;
b. make a few phone calls to consult with specialists and friends;
c. visualize the problem in your mind and go through all possible stages of
its solution.
9. What are you most likely to do while standing in line for movie tickets?
a. look at posters and announcements;
b. talk to people standing nearby;
c. tap your foot or walk back and forth.
10. You have come to a museum. What will you do first?
a. look around for a map of the exhibitions;
b. ask an employee where the exhibitions are;
c. start with the first exhibition you like, and then go from there.
11. If you get angry, what are you likely to do?
a. show your dissatisfaction with your facial expressions;
b. scream;
c. stomp your feet and slam the door.
12. If you are happy, what are you likely to do?
a. make a happy face;
b. shout with joy;
c. jump for joy.

13. Which club would you prefer?

a. art club
b. musical;
c. sports.
14. What do you do when you listen to music?
a. dream (imagine different pictures);
b. sing along to the music;
c. move to the music, stomp your feet, etc.
15. How would you tell a story about an incident?
a. write it down
b. tell a story
c. act it out.
16. Which restaurant would you not go to?
a. where the lighting is too bright;
b. where the music is too loud;
c. where the chairs are too uncomfortable.
And now the result. Count the number of answers "a", "b" and "c":
"a" ___ "b" ___ "в" ___
- If you have the most "a" answers, you rely more on visual perception in
your learning. You learn with your eyes.
- If you are a "b" learner, you rely more on auditory perception. You learn
with your ears.
- If you are a C, you rely more on kinesthetic perception in your learning.
You learn in motion and with your hands.
- If you circle all the letters about the same number of times, you rely on
several ways of perception to learn.
One of the activities is to identify the individual's weaknesses and
strengths. SWOT stands for Strengths, Weaknesses, Opportunities, and
Threats: Strengths give the individual a competitive advantage;
weaknesses give the individual an opportunity to gain an advantage.
Opportunities are conditions that the learner can use to his or her
advantage, and threats are dangers that should be avoided.

SWOT analysis provides a structured framework for learners to assess

their language learning context.
By integrating SWOT insights into individualized learning plans, learners
can enhance their autonomy, make informed decisions, and take ownership
of their learning journey
The SWOT analysis is important for individualising learner autonomy as it
allows learners to assess their strengths, weaknesses, opportunities and
threats in the learning process. By identifying individual skills, learners can
use their unique skills and talents to tailor their learning experience to meet
their needs. Recognising weaknesses allows for specific problem-solving,
promoting a targeted approach to personal development. In addition,
exploring both the opportunities and the threats enables learners to make
informed decisions, promoting more autonomous and strategic study. In
essence, the SWOT analysis provides a comprehensive foundation for self-
reflection and personalised planning in the pursuit of educational autonomy.
Look at the examples and fill in the templates:

Tasks
 Recognizing their dominant learning style, learners can actively
select resources and activities that align with it. For instance, a visual
learner might choose to read language blogs or watch subtitled movies. By
understanding their sensory preferences, learners can make informed
choices about study methods, time allocation, and personalized learning
paths.
Task for Auditory learner
https://listeninenglish.com/ve116-charlottes-web-
pig-rescue.php
What do you need to do?
Choose one of the tasks on the website and
complete it
Listen Actively: Carefully listen to the audio excerpt
from “Charlotte’s Web: The Pig Rescue.”
Comprehend the Context: Understand the plot and significant events
unfolding in the narration.
Record Your Answers: After listening, respond to questions related to
the story. You can write down your answers or discuss them with a
partner.
Go Deeper: Consider the symbolism and messages conveyed by the
author. What values do you perceive in the actions of the main
characters?
Remember, your individual attention and active participation will
enhance your understanding and foster autonomy in your language
learning journey!
 Task for Visual learner
Are you emotionally available for love?
Explore your emotional depths with our quiz!
Evaluate your emotional availability and find
out whether you're ready to experience the
beauty of love.
Emotional availability: Not just for romantics
Although often discussed in the context of
romantic relationships, emotional availability
is essential for all types of relationships.
Whether it’s friendship, familial bonds, or
professional connections, being able to connect emotionally enriches
all human interactions.
So, where do you stand on the emotional availability spectrum?
With introspection comes understanding. And with understanding,
growth. Dive into this deep pool of self-discovery, take our quiz and
see where you land on the emotional availability spectrum. Are you
ready to open your heart or do you need a little bit more time and self-
care?

Task for Kinesthetic learner

For a kinesthetic learner, the task of “Problem
Solving” is ideal.
Problem-solving skills are essential in everyday
life.
Kinesthetic learners appreciate tasks that have
practical applications and real-world relevance.
In addition, situations from this task can easily
be acted out in the classroom